Preparing For Ohio's American History State Test

Preparing for Ohio’s
American History
State Test
Student Review Guide

Preparing for Ohio’s American History State Test Student Review Guide
Test Blueprint
Test Blueprint
The following test blueprint displays the distribution of the content standards across the
two parts of the test and categories for reporting test results.
American History
Reporting Categories Content Reporting Total Test
Statements Category Point Point
Range Range
Skills and Documents
Historical Thinking and Skills 2, 3, 4

17-19
Historic Documents 5,6,7,8,9
1877-1945
Industrialization and Progressivism (1877- 10, 11, 12, 13,

1920) 14
Foreign Affairs from Imperialism to Post-
15, 16
World War I (1898-1930) 24-26 63-66
Prosperity, Depression and the New
17, 18, 19, 20
Deal (1919-1941)
From Isolation to World War (1930-1945) 21, 22
1945-Present
23, 24, 25, 26,

The Cold War (1945-1991)
27
Social Transformations in the United 20-22
28, 29, 30, 31
States (1945- 1994)
United States and the Post-Cold War
32, 33
World (1991 to Present)
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Description of Stimulus and Item Types
The information below explains the types of stimuli and items (questions and tasks) you
will see on the test.
Stimulus types associated with items or tasks may include:

Document excerpts and other texts
Photographs and illustrations
Graphs
Charts
Data tables
Maps
Timelines
An Evidence-Based Set is a group of several questions associated to one or more

common stimuli. Evidence-based sets allow students to work with primary source
materials to show deep understanding of social studies topics. The questions in
these sets will assess a range of skills and content in the content statements.
Item Types
Item types are divided into four categories: multiple-choice, enhanced selected
response, machine-scored constructed response and human-scored.
A multiple-choice item consists of the following:

a brief statement that orients the students to the context of the question
(optional).
a stimulus on which the question is based (optional).
a question.
a set of answer choices (most often four) that allows the student to select one
option in response to the question.
a multiple-choice item may be used in an evidence-based set.
Multiple-choice items may include such distractors as erroneous conclusions,

inaccurate associations, inaccurate examples, inappropriate relationships,
misinformation, and unrelated information.
An enhanced selected-response item consists of the following:

(optional).
a question or prompt.
a set of answer choices that allow the students to select multiple options in
response to one question, matching options together to classify information,
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selecting evidence supporting an initial answer choice, or a very structured

graphic-response interface.
Enhanced selected-response items allow students to demonstrate deeper
understanding than multiple-choice items by having multiple parts or multiple
correct answers.
an enhanced selected-response item may be used in an evidence based set.
A machine-scored constructed-response item consists of the following:

(optional).
a prompt.
a graphic-response or text/numeric entry.
 A graphic-response interface allows the students to manipulate objects to
create a response to the question. The graphic-response interface may
be a map, a chart or graph, a picture, or a diagram on which the
students must draw or position objects correctly.
Machine-scored constructed-response items offer the students a great degree of

freedom to create their own response. These items allow students to
demonstrate deeper understanding than multiple choice or enhanced selected-
response items by requiring students to construct their own response instead of
selecting their answer from a given set of choices. These items are scored based
on an item-specific rubric.
a machine-scored constructed-response item may be used in an evidence-
based set.
A human-scored constructed-response item consists of the following:

a brief statement that orients the students to the context of the questions
(optional).
one or more stimuli to which the questions refer (optional).
a question or set of questions that require a detailed written response or
responses. The responses are scored by trained scorers according to a rubric or
set of rubrics that address multiple dimensions in the students’ work.
a human-scored constructed-response item may be used in an evidence-based
set.
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Unit 1. Historical Thinking and Historic Documents
Learning Target 1
 Analyze a historical decision and predict the possible consequences of
alternative courses of action.
By examining alternative courses of action, you can consider the possible

consequences and outcomes of moments in history. This also allows you to appreciate
the decisions of some individuals and the actions of some groups without putting 21st
century values and interpretations on historic events.
How might the history of the United

States be different if the participants in
historical events had taken different
courses of action? These questions are
called counterfactual—that is, they
are contrary to fact.
As you study American history,

consider some of these questions.
What if Democratic Party office-

holders had not been restored to
power in the South after Recon-
struction?
What if the U.S. had not engaged

in the Spanish-American War?
What if the U.S. had joined the

League of Nations?
A political cartoon illustrates the role of the Senate in

What if the federal government had
preventing the U.S. from joining the League of Nations,
not used deficit spending policies as President Wilson had proposed. The failure of the
during the Great Depression? U.S. to join weakened the League’s ability to prevent
future conflict. Could U.S. participation in the League
have prevented World War II?
What if Truman had not ordered
atomic bombs dropped on Japan?
What if African Americans had not protested for civil rights in the 1950s and 1960s?
Note: This learning target will not be assessed on the test, but will help you understand
American history.
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Learning Target 2
 Analyze and evaluate the credibility of primary and secondary sources.
Primary sources are records of events as they are first described, usually by witnesses or
by people who were involved in the event. Many primary sources were created at the
time of the event. Other primary sources may include memoirs, oral interviews or
accounts that were recorded later. Visual materials (e.g., photos, official documents,
original artwork, posters, films) also are important primary sources.
Secondary sources offer an analysis or a restatement of primary sources. They are

written after the events have taken place by people who were not present at the
events. They often attempt to describe or explain primary sources. Examples of
secondary sources include encyclopedias, textbooks, books and articles that interpret
or review research works.
The use of primary and secondary sources in the study of history includes an analysis of
their credibility—that is, whether or not they are trustworthy and believable. Whether or
not a written source is to be believed depends to a great extent on who wrote it and
how it was written. Use the following steps to evaluate source credibility.
Check the qualifications and reputation of the author – Determine if the author or
the organization is an acknowledged expert on the topic that is addressed in the
source. A recognized authority will typically be cited by other writers in the same
field.
Determine the circumstances in which the author prepared the source – Consider
the author’s purpose and motivation. An academic article will have a much
different goal than a political tract.
Identify the perspective or bias of the author (including use of stereotypes) –

Biased sources contain more opinions than facts; present arguments in support of
one position and ignore arguments that might support a different position. A
stereotype is a generalization about an individual or group.
Examine the accuracy and internal consistency – Credible sources present

information that can be verified by checking other sources. Internal consistency
means the sources should not present contradictory claims, information, or data
within the source.
Check for agreement with other credible sources – Check additional sources to
see if other trustworthy sources agree on the main points and provide similar
information and data.
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Learning Target 3
 Develop a thesis and use evidence to support or refute a position.
Historians are similar to detectives. They develop theses and use evidence to create
explanations of past events.
Rather than a simple list of events, a thesis provides a meaningful interpretation of the
past. The thesis tells the reader the way in which evidence is significant in a larger
historical context. In a historical essay, the thesis is the main claim or position statement.
A thesis provides the guiding idea for an essay and should be original and arguable
(not obvious). The thesis statement identifies the argument and then explains how the
argument will be supported with evidence. For example, a thesis on the causes of the
Dust Bowl could read:
A result of both human actions and natural factors, there were three main
causes of the Dust Bowl: the loss of the shortgrass prairie, the heavy use of farm
machinery, and insufficient rainfall.
A thesis requires solid evidence to

support and develop it. Without
evidence, a claim is merely an
assertion or opinion. Historians can’t
observe the past directly. They must
use evidence; much like a detective
tries to solve a crime from the clues left
behind. The evidence used by
historians may be generated from
artifacts, documents, eyewitness
accounts, historical sites, photographs
and other sources.
As they engage in research and

writing, historians cite the sources from
which they gather evidence. They use
the results of their research to support
or refute arguments made by other
historians. Comparing and analyzing
evidence from various sources enables
historians to refine their explanations of The poster shows opposition to women’s suffrage. What
past events. thesis could be supported by the poster?
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Learning Target 4
 Identify examples of multiple causation and long- and short-term

causal relationships with respect to historical events.
 Analyze the relationship between historical events, taking into consideration

cause, effect, sequence, and correlation.
When studying a historical event or person in history, historians analyze cause-and-

effect relationships. Historical thinking involves the ability to identify, analyze, and
evaluate multiple cause-and-effect relationships in a historical context. Historians
distinguish between the immediate (short-term) and long-term causes and effects.
Causes of events are often referred to as factors or developments that contributed to
events.
For example, to understand the impact of

the Great Depression, an analysis would
include its immediate and long-term
causes and effects. An examination of
the Great Depression would include the
Federal Reserve Board’s monetary
policies in the late 1920s as a short-term
cause and the decline in demand for
American farm goods after World War I as
a long-term factor contributing to the
economic downturn.
Causes and effects can be organized

into categories. The most common
distinction is to classify causes and effects
as social, political, and economic. Social
causes and effects involve family,
religion, education, culture, and
entertainment. Political causes and
effects relate to government, laws, rights,
Use a graphic organizer like the one above to take
and military conflicts. Economic causes notes on cause-and-effect relationships throughout
and effects refer to economic systems, American History.
money, trade, resources, and taxes.
Historical analysis also involves an examination of the sequence and correlation of

events. How did one event lead to another, and how do they relate to one another?
Keep in mind that correlation is different than causation. Two related events may be
caused by other outside factors.
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Learning Target 5
 Explain a grievance listed in the Declaration of Independence in terms of its
relationship to Enlightenment ideas of natural rights and the social contract.
The ideas of Enlightenment thinkers and a series of actions and taxes by the British
government following the French and Indian War (1754-1763) contributed to discontent
in the American colonies. The American colonists wanted to govern themselves. They
united in 1776 to issue the Declaration of Independence, announcing their decision to
free themselves from Great Britain.
The Declaration of Independence opens

with a statement that separating from
Great Britain required a defense. That
defense begins with an explanation of
Enlightenment thinking, particularly natural …We hold these truths to be self-
evident, that all men are created
rights and the social contract.
equal, that they are endowed by their
Enlightenment thinkers argued that people
Creator with certain unalienable
create a society by establishing a social Rights, that among these are Life,
contract. The most important part of the Liberty and the pursuit of Happiness.
social contract is a government’s duty to That to secure these rights,
protect the natural rights of the people. If a Governments are instituted among
government did not protect natural rights, Men, deriving their just powers from
the consent of the governed, That
the people had a right to overthrow that
whenever any Form of Government
government and create a new one.
becomes destructive of these ends, it is
Natural rights are those that all people are the Right of the People to alter or to
born with, and therefore government must abolish it, and to institute new
protect these rights, and cannot take them Government…
away.
How did the Declaration of Independence
The Declaration links Enlightenment ideas reflect the ideas of the Enlightenment?
directly to the events in the American
colonies. The document includes a list of grievances (complaints) the colonists have
with the King of Great Britain and Parliament as a justification for independence. The
grievances refer to a series of events since the French and Indian War which the
colonists considered acts of tyranny that took away their natural rights—life, liberty, and
the pursuit of happiness.
The Declaration of Independence ends with a clear statement that the political ties
between the colonies and Great Britain are ended. Independence is declared as an
exercise of social contract thought.
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Learning Target 6
 Show how the Northwest Ordinance, in providing for government for the
Northwest Territory, established a precedent for governing the United States.
In the Treaty of Paris (1783), which formally ended the American Revolution, Britain
surrendered the Ohio Country to the United States. As Ohio country settlement
advanced, the U.S. Congress recognized a need for governing the Ohio country. The
Land Ordinance of 1785 set forth how the government would measure, divide and
distribute the land. The Northwest Ordinance of 1787 provided the basis for temporary
governance as a territory and eventual entry into the United States as states.
The Northwest Ordinance also set some precedents that influenced how the United
States would be governed in later years.
The Northwest Ordinance established a three–step plan for admitting states from
the Northwest Territory (like Ohio) to the United States. New states were to be
admitted “into the Congress of the United States, on an equal footing with the
original States.” This provision was continued in later years and it meant that there
would be no colonization of the lands as there had been under Great Britain.
State governments were to be republican in structure. This provision was repeated

in the U.S. Constitution.
“Schools and the means of education” were to be encouraged. This wording

reinforced the provision in the Land Ordinance of 1785 setting aside one section of
each township for the support of schools and established a basis for national aid
for education.
Basic rights of citizenship (e.g., religious liberty, right to trial by jury, writ of habeas
corpus) were assured. These assurances later included in the Bill of Rights to the
U.S. Constitution. The First Amendment protects freedom of religion. Trial by jury is
guaranteed in the Sixth Amendment. Habeas corpus, a legal action or writ by
which a person can seek relief from unlawful imprisonment, is protected by Article
I, Section 9 of the Constitution.
Slavery was prohibited in the Northwest Territory. Although slavery was protected in
many states until the end of the Civil War, this provision was later included in the
Constitution as the Thirteenth Amendment.
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Learning Target 7
 Develop an argument that a particular provision of the Constitution of the
United States would help in addressing a problem facing the United States
in the 1780s.
 Explain a provision of the Constitution in terms of how it reflects Enlightenment

thinking.
The Articles of Confederation were ratified as the first constitution of the United States.
Under the Articles, the national government faced several serious problems. Some
problems resulted from the structure of the government itself. These problems included
weak provisions for management of national affairs. There was no separate executive
branch of government. There was also no separate judicial branch. As a result, the
national government had a limited ability to resolve disputes. There were also rigid
requirements for passing legislation and amending the Articles.
National issues facing the government included paying the debt from the Revolutionary
War, the British refusal to evacuate forts on U.S. soil, the Spanish closure of the Mississippi
River to American navigation and state disputes over land and trade. Economic
problems in the states led to Shays’
Rebellion, protests by American farmers
against state debt collections.
The Constitutional Convention of 1787

decided to replace the Articles
altogether and create the United States
Constitution. The Constitution
strengthened the structure of the
national government. Separate
executive and judicial branches were
established. More practical means of
passing legislation and amending the Use the graphic organizer to show how the U.S.
Constitution were instituted. The new Constitution addressed problems under the Articles.
government would have the ability to
address the issues facing the nation. Powers to levy taxes, raise armies and regulate
commerce were given to Congress. The principle of federalism allocated the
distribution of powers between the national government and the states.
The Constitution of the United States was drafted using Enlightenment ideas to create a
more effective form of government. The Preamble and the creation of a representative
government reflect the idea of the social contract. Articles I – III provide for a
separation of powers in government. Article I also provides some limited protection of
rights.
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Learning Target 8
 Compare the arguments of the Federalists and Anti-Federalists on a
common topic related to the ratification of the Constitution of the United
States, and hypothesize about why the winning argument was more persuasive.
On September 17, 1787, the Constitutional Convention approved the new Constitution
of the United States. The Constitution was different in many ways from the Articles of
Confederation. The Constitution strengthened the power of the national government. In
order for the Constitution to take effect, it had to be ratified by nine states.
Congress directed each state legislature to hold a ratification convention. Proponents

and opponents of the Constitution had to persuade the ratifying conventions in the
states. The proponents became known as Federalists and the opponents as Anti-
Federalists.
The Federalists believed that that the

problems of the country in the 1780s
resulted from the weaknesses of the
national government created by the
Articles. For Federalists, a stronger
national government was necessary to
protect the liberty that the American
Revolution had created.
New York was a key state in the

ratification process. Federalists prepared
a series of essays published in newspapers
to convince New York to support the
Constitution. These essays have become Use the t-chart to summarize the arguments of the
Federalists and Antifederalists on the question of
known as the Federalist Papers. The ratification of the Constitution.
Federalist Papers argued for national
taxation and showed the benefits of a strong national defense through a standing
army. Federalists did not think it was necessary to list the rights of citizens. They believed
the distribution of powers in government protected citizens’ rights.
The Antifederalists were a diverse group of people who opposed ratification of the
Constitution. They feared that giving too much power to a national government could
lead to tyranny. The Anti-Federalist Papers is a collection of essays against the
Constitution. The Anti-Federalist Papers opposed national taxation and the use of a
standing army. Thy argued that Constitution granted too power national power versus
state power. They also believed the Constitution failed to protect citizens’ rights
because these rights were listed in a bill of rights.
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Learning Target 9
 Cite evidence for historical precedents in the rights incorporated in the
Bill of Rights.
The Bill of Rights draws upon ideas from several sources. These range from the English
heritage of the United States to the debates over the ratification of the Constitution.
English sources for the Bill of Rights include the Magna Carta (1215) and the Bill of Rights
of 1689. The Magna Carta provided some constitutional protection of rights and
granted trial by jury. The English Bill of Rights recognized many rights including the right
to habeas corpus and protection against cruel punishments and excessive bail.
Enlightenment ideas about natural rights of life, liberty and property were becoming
well-known around the time of the American Revolution. In the 1760s and 1770s,
American colonists believed new British policies violated their rights. The Quartering Act
of 1765 was seen as taking away property rights. The Massachusetts Government Act
limited the colonists’ ability to assemble in their town meetings. The Enlightenment ideas
and British policies became central points of
the Declaration of Independence.
As the American people began to govern

themselves, they included individual rights in
governing documents. The Virginia
Declaration of Rights (1776) included
protections for the press, religion and rights of
the accused. Other colonies also included
individual rights as part of their constitutions.
Under the Articles of Confederation, the
national government passed the Northwest Use the graphic organizer to match the
historical precedents with the provisions of the
Ordinance of 1787, which provided for Bill of Rights.
religious liberty, due process, protections for
the accused, and property rights.
Individual rights were one of the key issues in the debate over the ratification of the
Constitution. Anti-Federalists argued that the original Constitution did not contain
sufficient protections for individual rights. As a result, the First Congress added 9
amendments the Constitution to protect individual rights.
Note: You will not be expected to identify specific precedent documents (e.g., Magna
Carta). Instead, you will be asked to provide information concerning the precedents set
by the documents (e.g., right to life, trial by jury, property, etc.).
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For video tutorials, interactive review games, and additional assessment

practice for this unit, go to: www.ohiotestprep.com/ah1
Unit 1. Checking for Understanding
1. Historians evaluate the credibility of sources using a number of criteria.
What is one of the criteria that historians consider?
A. the ease of availability of the source

B. the race and gender of the source’s author
C. the accuracy and internal consistency of the source
D. the payment made by the publisher to the source’s author
2. Which source would provide the most credible information about the daily life of
factory workers during the 1880s?
A. a collection of letters written by a farmer
B. a journal written by an employee at a factory
C. a novel written to encourage factory regulation
D. a pamphlet written by a group opposing unions
3. In 1816, Thomas Jefferson wrote:
I am certainly not an advocate for frequent and untried changes in laws and
constitutions… But I know also that laws and institutions…must advance…and keep
pace with the times.
- Letter to Samuel Kercheval, July 12, 1816
Which thesis about Jefferson’s beliefs does the statement above support?
1. Laws must change as society changes.
2. Laws and constitutions have little permanent value.
3. People have limited ability to govern themselves wisely.
4. The right of individuals must be balanced against the common good.
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4. Federalists and Anti-Federalists debated issues and concerns related to the

proposed Constitution. Select the boxes to identify each argument as a Federalist
position or Anti-Federalist position.
Select the boxes to identify each argument as a Federalist position or Anti-Federalist

position.
Federalist Anti-Federalist
The rights of citizens should be listed in the
Constitution.
The use of a standing army threatens the
liberty of citizens.
The protection of national interests requires a
standing army.
The rights of citizens are inherent and do not
need to be defined.
The national government holds too much
power compared to individual states.
5. The U.S. Bill of Rights was influenced by several historic precedents. Two of these
precedents directly contributed to the rights of the accused.
Move these two precedents into the chart.

You do not need to use all the precedents shown.
Rights of the Accused
Freedom of the press

Due process of law (from
(from the Virginia
the Northwest Ordinance)
Declaration of Rights)
Protection from excessive Social contract

bail (from the English Bill of (from Enlightenment
Rights of 1689) writings)
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Unit 2. Industrialization and Progressivism (1877-1920)
Learning Target 10
 Analyze how the rise of corporations, heavy industry, mechanized farming,
and technological innovations transformed the American economy from an
agrarian to an increasingly urban industrial society.
The Industrial Revolution refers to the shift from hand-made to machine-made products.
The first Industrial Revolution in the United States took place in the early to mid-1800s. It
changed the means of production through improvements in technology, use of new
power resources, and the use of interchangeable parts.
The Industrial Revolution was interrupted by the Civil War in the 1860s, but reemerged
with new strength in the decades that followed. Ignited by post-Civil War demand and
fueled by technological advancements, the second Industrial Revolution began in the
United States during the late 1800s.
Industrialization in the United States in the late 19th and early 20th centuries was
characterized by the rise of corporations and heavy industry, which transformed the
American economy. It marked a shift from a predominance of agricultural workers to a
predominance of factory workers. It also marked a shift from rural living to urban living.
As more people moved from farms to cities to find jobs in factories, working and living
conditions worsened.
Technological improvements also helped

modernize agriculture. The McCormick reaper,
the thresher, and the steel plow allowed farmers
to increase crop production. Mechanized farming
transformed the American economy. Production
was made more efficient as machines reduced
the amount of human labor needed on farms.
New technologies such as the mechanized

assembly line and electric motors made factory
production more efficient and allowed for larger
industrial plants. Some of the technological
innovations that transformed the American
economy in the late 19th and early 20th centuries
include: the telephone, phonograph,
incandescent light bulb, washing machine,
What effect of industrialization is shown on the
skyscraper, automobile, and airplane. bar graph above?
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Learning Target 11
 Explain the major social and economic effects of industrialization and the
influence of the growth of organized labor following Reconstruction in the
United States.
The rise of industrialization in the United States in the late 19th and early 20th centuries
increased the demand for workers. With this demand, immigrants came from other
countries and Americans migrated from other parts of the United States to take jobs in
industrial centers in cities.
In the late 1800s, the U.S. government followed a laissez-faire (hand-off) approach to
economics. Wages and working conditions were not regulated. Men, women, and
children worked long hours for low pay in dangerous conditions.
As a result of the changing nature of work, some members of the working class formed
labor organizations to protect their rights. They sought to address issues such as working
conditions, wages and terms of employment. They demanded increased workplace
safety, shorter hours, higher wages, and child labor laws. Labor organizations used
collective bargaining and strikes as
means of achieving their goals.
The American Federation of Labor was

founded in 1886 as an association of
trade unions. The United Mine Workers of
America was established in 1890, calling
for mine workers to receive a fair share
of the wealth they created. The
American Railway Union was founded in
1893 with the goal of uniting all railway
workers, regardless of the type of job.
Labor organizations also grew due to

the violence toward supporters of
organized labor. These events included
the Great Railroad Strike (1877), the
Haymarket Riot (1886), Homestead Strike What factors contributed to the trend shown on
the line graph above?
(1892), and the Pullman Strike (1894).
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Learning Target 12
 Analyze and evaluate how immigration, internal migration and urbanization
transformed American life.
As the United States became an industrial leader around the turn of the 20th century, it
needed workers to fill jobs in factories. Mass immigration at this time filled the demand
for labor. This new wave of immigration also made the U.S. more diverse and
transformed American life by diffusing new traits into the American culture and
impacting the growth of cities.
Many people left small towns and rural Rural and Urban U.S. Population 1860-1920
areas for the cities seeking greater job
opportunities. A large number of people
moving to cities around the turn of the 20th
century were African Americans. The Great
Migration marked the mass movement of
African Americans who fled the rural South
for the urban North. They sought to escape
prejudice and discrimination and secure
better paying jobs. They helped transform
northern cities economically (e.g. as workers
and consumers) and culturally (e.g., art,
music, literature).
Urbanization dramatically changed the

physical nature of cities. Central cities
focused on industry and business. Buildings
became taller and tenement buildings
provided housing for working families. Cities
What were the causes and effects of the pattern
obtained additional land as they expanded
shown in the circle graphs above?
outward.
Most cities were not prepared for rapid growth and quickly became overcrowded. In
addition to poor living conditions, overcrowding of cities led to increased crime with the
development of gangs.
Improvements in transportation (e.g., trolleys, automobiles) aided the development of

suburbs. A growing middle class could easily commute between residential areas and
the central cities for business and recreation.
The demand for resources and land in the West changed the life of the American
Indians. Through a series of treaties and government actions, they continued to be
displaced from their ancestral lands.
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Learning Target 13
 Describe institutionalized racist practices in post-Reconstruction America.
Following the Civil War, Reconstruction took place in part with the passage of the 13th,
14th and 15th Amendments to the U.S. Constitution. These amendments ended slavery
and attempted to protect the rights of freedmen. Reconstruction had a particular
impact on the Southern states, as they were required to implement a series of actions
before being readmitted to the Union. Federal authority was affirmed, as most Southern
states had to complete these actions under Military Reconstruction.
The removal of federal troops from the South came with the end of Reconstruction in
1877. Southern Democrats resented the Republican governments imposed on the South
and restored Democrats to power as Military Reconstruction came to an end. With the
“redemption” of the South, many reforms enacted by Reconstruction governments
were repealed.
Racial discrimination was institutionalized

with the passage of Jim Crow laws. Under
Jim Crow, African Americans were treated
second-class citizens. These state laws and
local ordinances included provisions to
require racial segregation in schools,
buses, trains, restaurants, etc. "Whites Only"
and "Colored" signs were reminders of the
enforced racial segregation. Laws also
prohibited interracial relationships.
The Fifteenth Amendment to the U.S.

Constitution provided the right to vote to
all men, including freed slaves, in every
state. However, many Southern states Use the graphic organizer to identify
wrote constitutions to disenfranchise, or institutionalized racist policies under Jim Crow.
take the voting rights away from, African
Americans. Poll taxes, literacy tests, and grandfather clauses were all used to limit
ballot access for African Americans.
Those who were against racial discrimination challenged institutionalized racism

through the courts. However, the U.S. Supreme Court affirmed segregation in the Plessy
v. Ferguson decision, ruling the separate but equal facilities were constitutional.
The rise of the Ku Klux Klan and other nativist organizations brought increased violence
against African Americans. The Klan burned churches and schools, drove people out of
their homes, and were responsible for thousands of deaths.
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Learning Target 14
 Analyze and evaluate the success of progressive reforms during the late
19th and early 20th centuries in addressing problems associated with
industrial capitalism, urbanization and political corruption.
Industrial capitalism, urbanization and political corruption contributed to many of the

problems in American society in the late 19th and early 20th centuries. Organized
movements, such as the Farmers’ Alliances and the Populist Party were reactions to the
effects of industrialization and created a reform agenda which contributed to the rise
of Progressivism.
Journalists, called muckrakers, exposed

political corruption, corporate and
industrial practices, social injustice and life
in urban America. Ida Tarbell wrote about
corrupt business practices of the Standard
Oil Company. In his book The Jungle,
Upton Sinclair exposed unsanitary
conditions in the meatpacking industry.
Progressives introduced reforms to address

the ills of industrial capitalism. Their efforts
led to anti-trust law suits (e.g., Northern
Securities Company), antitrust legislation
(Clayton Antitrust Act), railroad regulation
(Hepburn Act), and consumer protection
legislation (e.g., Pure Food and Drug Act,
Meat Inspection Act). Conservation reforms
included the creation of the U.S. Forest
Service, the National Park Service and the
passage of the Newlands Act. The Federal
Reserve Act was passed to control the
What problem of industrial capitalism is reflected
nation’s money supply and regulate the in the cartoon above? How did Progressives work
banking system. to change this problem?
Large cities were also sites for progressive reform. Some city administrations introduced
public ownership of utilities such as gas and electrical utilities. Public transit systems were
established. Tax codes and zoning codes were updated and standards for housing and
sanitation were instituted in several cities.
Progressives fought political corruption and introduced reforms to make the political
process more democratic. These reforms included initiative, referendum, recall, secret
ballot, new types of municipal government, civil service reform, and primary elections.
19

1. In the late 1800s and early 1900s, many changes occurred in U.S. agriculture as a
result of industrialization.
Which is one way industrialization affected agriculture?

A. It delayed the transportation of crops to market.
B. It decreased opportunities to grow a variety of crops.
C. It reduced the amount of labor needed to grow crops.
D. It decreased the amount of land available for cultivation.
2. Between 1870 and 1900, industrialization in the United States led to working
conditions that labor unions opposed.
Identify two working conditions that labor unions opposed.
Then, for each working condition, identify a demand made by labor unions to
change the working condition.
20
3. As a result of the changing nature of work during the time period following the Civil
War, some members of the working class formed unions to address work-related
issues.
A. Identify the problems that represent the common labor movement demands
during this period by moving them into the blank boxes below.
B. Then, identify the solutions that unions advocated to address each problem by
moving the correct solutions into the blank boxes. Be sure to move the solution
next the problem that it addresses.
You do not need to use all the problems and solutions.
Problems: Solutions to Problems:
Problems:
Food is dangerous to
Pass legislation to
eat and makes people
require food inspection
sick
Wages are too low to Limit work day to 8

make a living hours
Working long hours

causes exhaustion and Set a minimum wage
accidents
21
4. Rapid industrialization in the United States in the late 1800s led to significant changes
in business organizations. Justice Barrett of the Supreme Court of New York
described the impact of one of these powerful new companies in the sugar industry.
It can close every refinery at will,…artificially limit the production of refined sugar,
(and) enhance the price….at the public expense…
How did reformers propose that Congress respond to this type of powerful new
business?
A. by regulating child labor

B. by organizing labor unions
C. by passing antitrust laws
D. by adopting free market policies
5. Identify one reform that Progressives introduced to combat the problems associated
with industrialized capitalism.
6. During the 1800s, the U.S. government forced American Indians to live on
reservations.
Identify two specific ways that this discrimination affected American Indians.
22
7. How did the removal of federal troops after Reconstruction change the South?
A. It permitted Radical Republicans to gain increased influence in state
governments.
B. It allowed racial discrimination to be institutionalized with the passage of Jim
Crow Laws.
C. It had little effect on southern states because Reconstruction had been
generally successful.
D. It ensured that African Americans would continue to vote and have a say in
local and state governments.
8. Select all of the factors that enabled racism to become institutionalized in the
United States following the end of the Reconstruction period.
Federal troops were removed from southern states.
The Republican Party regained control of state governments in the South.
The Federal government banned the application of grandfather clauses to

new laws.
The Supreme Court affirmed the principle of “separate but equal” in Plessy v.
Ferguson.
Southern state governments repealed laws that limited African-Americans’

ability to vote.
23
Unit 3. Foreign Affairs: Imperialism to Post-World War I (1898-1930)
Learning Target 15
 Analyze the circumstances which enabled the United States to emerge as a
world power in the early 1900s.
The 1890 U.S. Census led many Americans to conclude that there was no longer a
frontier line in the West. With the closing of the western frontier, Americans developed
positive attitudes toward foreign expansion.
The primary factors that led to American

imperial expansion were global competition
for markets and prestige, an expanded navy,
and a sense of cultural superiority. The
growth of industrialization demanded more
natural resources (raw materials) and new
markets for products. An expanded naval
fleet and overseas ports were also believed
to be essential to economic prosperity and
security of the nation. The belief in “manifest
destiny,” first used to defend westward
expansion, was now used to argue that the
U.S. had a right and duty to extend its What factors contributed to the development
influence and civilization in the Western shown in the cartoon above?
Hemisphere and across the Pacific.
The United States engaged in a series of overseas actions which contributed to its
increasing status as a global power. In 1898, the U.S. annexed Hawaii. American sugar
planters wanted to annex Hawaii to eliminate tariffs. Control of Hawaii was also
important strategically to serve as a mid-Pacific naval base.
U.S. support for Cuban independence and protection of U.S. commerce and trade led
to war with Spain in 1898. The Spanish-American War ended Spain’s empire in the
Western Hemisphere. U.S. victory in the war produced a peace treaty that required the
Spanish to give up claims on Cuba, and to hand over control of Guam, Puerto Rico,
and the Philippines to the U.S.
In 1917, the U.S. entered World War I on the side of the Allies. With its entry into war, the
United States mobilized a large army and navy to help the Allies achieve victory. After
the war, European countries were forced to concentrate their resources on rebuilding
their countries. However, the United States enjoyed a brief period of economic
prosperity and was able to assert authority as a world power.
24
Learning Target 16
 Explain why and how the United States moved to a policy of isolationism
following World War I.
After World War I, the United States emerged as a world leader and pursued efforts to
maintain peace in the world.
President Wilson’s efforts partially helped shape the Treaty of Versailles. As part of his
Fourteen Points, Wilson proposed the League of Nations as a means of ensuring world
peace. However, many who opposed joining the League argued that the United States
would lose its independence. Debate over the League and the desire to avoid foreign
entanglements led to its defeat in the Senate. The United States did not to join the
League of Nations.
Desires to avoid another major war led to

treaties addressing arms limitation and
territorial expansion. In the Four-Power
Treaty, the United States, France, Britain,
and Japan agreed to consult with each
other in the event of a crisis in East Asia
before taking action. Great Britain, the
United States, Japan, France, and Italy
signed the Five Powers Treaty, agreeing to
limits on naval tonnage and restrictions on
building ships and bases. The Nine-Power
Treaty promised that each of the parties—
the United States, Britain, Japan, France,
Italy, Belgium, the Netherlands, Portugal
and China—would respect the territorial
integrity of China.
In 1928, the United States signed the

Kellogg-Briand Pact. The pact outlawed
Why did the U.S. Senate reject the League of
war as “an instrument of national policy.”
Nations? How did this reflect a movement toward
In taking a leading role in these later isolationism?
treaties, the United States sought to limit its
involvement in international affairs.
Note: you will not be asked to provide specific treaty names and/or details. You are
expected to understand the concept of a treaty if presented with a name and specific
details.
25

1. In the late 1800s, the United States began to assert itself politically and militarily
beyond North America. For example, the United States took over the independent
kingdom of Hawaii and fought a war against Spain in the Caribbean and Pacific
Ocean.
Identify two reasons the United States participated in the expansionist policies such
as these.
2. What foreign policy did the United States pursue after its involvement in World War I?
A. The United States limited its involvement in international affairs.
B. The United States led the League of Nations to promote peace.
C. The United States paid for the rebuilding of Great Britain and France.
D. The United States seized territories from its European rivals to build its empire.
26
3. After World War I, the United States signed treaties with other nations in an attempt to
prevent future wars.
A. Move the phrases that describe how these actions attempted to prevent future
wars into the blank boxes in part A.
B. Move the policy of the United States that was reflected by these actions into the
blank box in part B.
You do not need to use all the phrase or policies.
Post-World War I Treaties
A. Ways these actions attempted to prevent war:
B. U.S. policy that these actions reflect:
Limit of naval arms Limit territorial expansion
Stop the spread of Nazism Bick Stick Diplomacy
Containment Policy Isolationist Policy
27
Unit 4. Prosperity, Depression and the New Deal (1919-1941)
Learning Target 17
 Describe how racial intolerance, anti-immigrant attitudes and the Red Scare
contributed to social unrest after World War I.
Racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social
unrest after World War I.
The Great Migration refers to the mass movement of African Americans from the South
to the North in the first half of the 20th century. They sought to escape prejudice and
discrimination and secure better paying jobs. The Great Migration to northern cities
increased racial tensions there and led to a series of urban race riots in about 25 cities in
1919. The riots became known as “Red Summer” (meaning “bloody”). In Chicago, 15
whites and 23 African Americans died, hundreds more were injured, and about 1,000
black families were left homeless from
arson.
Lynchings and the enforcement of Jim

Crow legislation continued in the South
during the post-war era. Lynching refers to
the practice of executing people by mob
action. Lynching was an act of terror
meant to spread fear among African
Americans.
Racial intolerance was also seen in the

revival of the Ku Klux Klan across the United
States. The Second Ku Klux Klan use terror
tactics to intimidate many groups including
African Americans, Roman Catholics, Jews,
and immigrants. Use the graphic organizer to give examples of how
intolerance led to social unrest.
An increase in immigration to the United States from southern and eastern Europe
preceded World War I. Nativism after the war was reflected in the passage of
immigration quotas.
The success of the communist Bolshevik Revolution in Russia, labor strikes in the U.S., and
a series of bombs sent to public and business officials in the U.S. stirred fears of
revolution among Americans. The Red Scare of 1919-1920 was a reaction to these
perceived threats. The Palmer Raids led to the imprisonment and deportation of many
foreign-born residents perceived as radicals.
28
Learning Target 18
 Describe how an improved standard of living for many, combined with
technological innovations in communication, transportation and industry
resulted in social and cultural changes and tensions.
Following World War I, the United States experienced a period of successful advances
in industry and an economic boom that improved the standard of living for many
Americans. Standard of living refers to the level of wealth, comfort, material goods and
necessities available.
Technological innovations in communication in this period included the first commercial

radio broadcasts in 1922 and talking motion pictures in 1926. As printing became less
expensive, newspaper and magazine prices were lowered. This led to wider circulation
of newspapers and magazines. These innovations influenced the development of a
popular culture and mass advertising.
Advances in transportation during this era

include the Model A Ford and the airplane.
The Model A replaced Ford’s long-running
Model T in 1927. The first airplane took flight in
1903, but flying was not commonplace until
after 1925. In that year, Congress passed the
Air Mail Act and the Air Commerce Act which
facilitated the growth of airlines.
In industry, mass production techniques

continued to make factory production more
efficient. These developments also
contributed to an improved standard of living.
These innovations brought change. But some

A Ford Motor Company ad from 1930. What
changes challenged traditional social changes resulting from widespread
customs and created tensions. Automobile automobile ownership are shown above?
ownership contributed to the growth of
suburbs, as people could now live outside of central cities and commute to work.
Automobiles also led the creation of new businesses, such as motels and gas stations,
and led to the expansion of related production factories such as rubber, plate glass,
petroleum, and steel. New surfaced roads were constructed to accommodate
increased traffic.
But use of the automobile also challenged traditional family values and tried the
patience of travelers. Young people used the car to exercise freedom from parental
rules. Increased numbers of commuters had to face the problems of traffic congestion.
29
Learning Target 19
 Describe social changes that came from the Harlem Renaissance, African-
American migration, women’s suffrage and Prohibition.
During the 1920s, Harlem became the center of African-American culture, attracting
African-American intellectuals and artists from across the U.S. and the Caribbean. The
Harlem Renaissance was a celebration of African American culture and contributed to
social change. The term renaissance means “rebirth.” The themes of African-American
art and literature gave pride to people of African heritage and increased awareness of
the struggles related to intolerance and life in large urban centers. Jazz music flourished
during the Harlem Renaissance and became an established American music genre.
During the 1910s and 1920s, the African-American population of major cities in the North
and Midwest increased dramatically. The large numbers of African Americans moving
to northern cities during the Great Migration increased competition for jobs, housing,
and public services. Access to housing became a major source of tension between
African Americans and whites during this period. Many cities adopted residential
segregation ordinances to keep African Americans out of predominantly white
neighborhoods.
During World War I, many supporters of women’s

suffrage argued that granting women the right to
vote would prove that the allies were fighting for
democracy. The women’s suffrage movement
saw the achievement of its goal with the
passage of the 19th Amendment in 1920. The
change brought more women into the political
process, eventually including women running for
public office.
Led by the Anti-Saloon League and Women’s

Christian Temperance Union, the movement to
prohibit alcohol resulted in the ratification of the What changes resulted from the women’s
18th amendment. The 18th Amendment banned suffrage campaign?
the production, transport and sale (but not the
private possession or consumption) of alcohol. Prohibition had mixed results.
Establishments that openly sold liquor closed their doors. However, enforcing the law
proved almost impossible, and smuggling and bootlegging were widespread. It led to
speakeasies and increased organized crime. Prohibition also lacked popular support. It
further divided the nation along secularist/ fundamentalist, rural/urban, and modern/
traditional lines. Prohibition was repealed with the 21st Amendment in 1933.
30
Learning Target 20
 Describe how the federal government’s monetary policies, stock market
speculation and increasing consumer debt led to the Great Depression.
 Explain how the efforts to combat the Great Depression led to an expanded
role for the federal government.
The economic boom of the Roaring Twenties was followed by an economic bust in the
1930s. This period of severe economic decline was called the Great Depression. The
Great Depression was caused, in part, by the federal government’s monetary policies,
stock market speculation and increasing consumer debt.
The excessive amount of lending by banks was one of several factors leading to the
Great Depression in the United States. This led to stock market speculation and use of
credit. The Federal Reserve attempted to control these practices by constricting
(limiting) the money supply. This made economic
conditions worse because it was harder for people to
repay debts and for businesses, including banks, to
continue operations.
Another factor leading to the Depression was stock

market speculation. Many investors were buying on
margin with the hope of making huge profits. In
buying on margin, individuals took out loans for as
much as 90 percent of the stock price. This became
problematic when stock prices fell, and banks could
not recoup their loans. The collapse of the stock
market in 1929 led many to lose their investments and
fortunes.
In the 1920s, more goods were being produced than

most people could afford to buy. As a result, How did programs like the NRA
factories closed, workers lost needed income, and expand the role of the federal
government?
consumer debt increased.
In 1932, Franklin D. Roosevelt was elected President. His plan for addressing the
problems of the Great Depression was called the New Deal. The role of the federal
government was greatly expanded with the New Deal. The National Recovery
Administration (NRA) was designed to help the economy recover by supervising fair
trade codes and guaranteeing laborers a right to collective bargaining. The Works
Progress Administration (WPA) and Civilization Conservation Corps provided relief to the
unemployed by creating jobs. Other programs introduced reforms for the protection of
the elderly, farmers, investors, and laborers.
31

1. Following World War I, large U.S. cities experienced increased competition for jobs
and housing.
Which development was a significant result of this pattern of urban changes?
A. New Deal legislation to create jobs and stimulate the economy

B. a population shift to rural areas for increased job opportunities
C. race riots fueled by intolerance and continuing African-American migrations
D. the banning of women in the workplace so that they could focus on the home
2. Between 1919 and 1941, anti-immigrant sentiments had a significant impact on

social trends in the United States.
Identify the general trends during this period that were related to these anti-
immigrant sentiments.
General Trends
Foreign-born workforce increased
Nativism became widespread
Immigration quotas were enacted
Religious tolerance increased
Many immigrants were accepted as citizens
Immigrants were targeted by the Ku Klux Klan
32
3. During the 1920s, several movements contributed to social change.
Identify the movement that primarily contributed to each social change shown.
Move each movement into the correct blank box.
Movements Social Change
Enhanced participation in the

political process
Divided the nation along

secularist/fundamentalist lines
Increased competition for housing

and jobs
Movements
The Great Migration Prohibition
Women’s Suffrage
33
4. The Great Depression was caused by several key factors, resulting in a dramatic
change in American society.
Identify the factors that led to the Great Depression. Then identify the resulting
action that was taken to address the negative conditions of the Great Depression.
Move the labels into the correct blank boxes on the chart.
You do not need to use all of the labels.
Led to
The Great Depression
Resulted in
Excessive lending and Speculation and stock Increased government

consumer debt market crash spending to create jobs
Federal Reserve
The elimination of
constricts money
social programs
supply
34
Unit 5. From Isolation to World War II (1930-1945)
Learning Target 21
 Analyze the reasons for American isolationist sentiment in the interwar
period.
During the 1930s, the U.S. government attempted to distance the country from earlier
interventionist policies in the Western Hemisphere as well as retain an isolationist
approach to events in Europe and Asia until the beginning of World War II.
Following World War I, the United States was reluctant to become entangled in
overseas conflicts that would lead to another war. The U.S. previously had used the
Monroe Doctrine and the Roosevelt Corollary to justify intervention into Latin American
affairs. However, the U.S. retreated from these policies during the1930s with the Good
Neighbor Policy. Under this policy, the U.S.
emphasized cooperation and trade rather
than military force to maintain stability in the
Western Hemisphere.
By the mid-1930s, signs in Europe and Asia

pointed to a new world war. The U.S. passed
laws asserting U.S. neutrality to prevent the
country from being entangled in a foreign
war. The Neutrality Acts of 1935 and 1937
banned export and transportation of arms to
nations at war. The Neutrality Acts were
attempts to isolate the country from the
problems erupting in Asia and Europe.
The U.S. tried to maintain its isolationist

approach when war broke out in Europe. But
the U.S. aided countries fighting against
How does this cartoon reflect the reasons for
fascist aggression. The U.S. introduced the isolationist sentiment in the 1930s?
“cash and carry” policy, negotiated the
destroyer-for-bases deal and enacted Lend-Lease, all of which supported Britain and
France in their fight against the Axis powers. The U.S. also helped write the Atlantic
Charter in 1941, a document that established goals for the post-war world.
The expansionist policies of Japan and the bombing of Pearl Harbor ended U.S.
isolationist policies. The U.S. declared war on Japan on December 8, 1941, one day
after Japan bombed the U.S. naval base at Pearl Harbor, Hawaii.
35
Learning Target 22
 Identify and explain changes American society experienced with the
mobilization of its economic and military resources during World War II.
The United States’ mobilization of its economic and military resources during World War
II brought significant changes to American society. Mobilization is the act of assembling
and making both soldiers and supplies ready for war.
The mobilization of the United States to a wartime economy during World War II was
massive. The federal government reorganized factories, converting them from
producing consumer goods and services to
making materials to support the war effort.
As factories shifted to making war materials,

consumer goods were in short supply. The federal
government needed to control supply and
demand. A rationing program was established to
regulate the amount of commodities that
consumers could purchase. Rationing affected
the purchase of food, clothing, shoes, gasoline,
tires and gasoline. Americans received coupon
books that allowed the purchase of the rationed
items. Regulations were also imposed on some
wages and prices.
Mobilization had major effects on the lives of

Americans. A peacetime draft was instituted in
1940 to supplement military enlistments. Every What mobilization action is shown above?
What other forms of mobilization did the
man between the ages of 21 and 35 was U.S. take to support the war?
required to register.
Scrap drives were conducted to reuse materials for the production of war goods.
Citizens also raised victory gardens to supplement food supplies and purchased war
bonds to help fund the war. Some labor unions signed no-strike pledges, so that
production of war goods would continue.
Job opportunities in the civilian workforce and in the military opened for women and
minorities. Women went to work in factories that had previously been open only to
men. They also worked in support units in the military. African Americans organized to
end discrimination and segregation so that they could contribute to the war effort.
More than a million African Americans served in the U.S. military during the war.
Although Japanese Americans were interned in relocation camps by the U.S.
government, many enlisted in the armed services.
36

1. Which policy below reflects the isolationist sentiment in the United States prior to
entering World War II?
A. using the Monroe Doctrine and Roosevelt Corollary to justify intervention in Latin
America
B. banning arms sales to nations at war in the Neutrality Acts
C. aiding countries that fought fascist aggression through cash and carry policies
D. exchanging American destroyers for British naval and air bases
2. During World War II, the U.S. government created a system to ration the distribution
of certain resources such as petroleum.
How did this new system of regulation affect the distribution of resources in the
United States?
A. It granted more privileges to wealthy business owners.
B. It provided more goods and services to the working class.
C. It limited the number of goods and services individuals could purchase.
D. It supplied members of the upper class better quality goods.
3. Explain two ways wartime mobilization impacted the domestic lives of citizens in the
United States during World War II.
37
Unit 6. The Cold War (1945-1991)
Learning Target 23
 Summarize how atomic weapons have changed the nature of war, altered
the balance of power and started the nuclear age.
Following World War II, the United States and the Union of Soviet Socialist Republics
(Soviet Union) emerged as the two strongest powers in world affairs. The U.S. and Soviet
Union had opposing political and economic ideologies. The U.S. was democratic and
capitalist. The Soviet Union was communist. From 1945-1991, the two nations challenged
one another in a series of confrontations known as the Cold War.
During World War II, the U.S. began a secret program, known as the Manhattan Project,
to develop atomic weapons. The first atomic bomb was dropped on Hiroshima, Japan
on August 6, 1945. This was followed by the dropping of the second atomic bomb on
Nagasaki on August 9. The dropping of atomic bombs on Japan led to the rapid end
of World War II in the Pacific. (The War in Europe had already ended in May.)
The use of atomic weapons changed the nature of war, altered the balance of power
and began the nuclear age. The dropping of the atomic bombs in Japan is considered
the beginning of the nuclear age. The use of these bombs introduced a new type of
weapon capable of mass destruction.
For four years following World War II,

the United States was the only
country in possession of atomic
bombs. This contributed to its status
as a global superpower. The threat
of using this weapon was seen as a
deterrent against the ambitions of
the Soviet Union.
The testing and explosion of the

atomic bomb by the Soviets in 1949
established the Soviet Union as a How does this political cartoon reflect the changing nature
of war that resulted from the nuclear arms race?
second global superpower. In 1952,
the U.S. tested its first hydrogen
bomb. Three months later, the Soviet Union tested its first thermonuclear bomb, and by
using lithium, they made a bigger bomb small enough to fit into a plane. This nuclear
arms race continued for decades and threatened world peace.
38
Learning Target 24
 Analyze the policy of containment the United States followed during the
Cold War in response to the spread of communism.
The United States followed a policy of containment during the Cold War in response to
the spread of communism. The policy of containment began in the late 1940s to stop
the spread of communism in Europe and Asia. It became U.S. policy for decades.
Following World War II, most of the Eastern Europe countries had communist
governments and were under Soviet control. In 1949, the Chinese Revolution
established a communist government in China.
In Europe, the Marshall Plan and the North

Atlantic Treaty Organization (NATO) were
efforts to contain communism. The Marshall
Plan was a program that provided $13 billion in
U.S. aid to help rebuild Western European
economies after the end of World War II. By
creating strong economies and stable
democracies in Western Europe, the U.S. was
assured of allies against the Soviet Union. NATO
was created in 1949 by the United States,
Canada, and Western European countries to
provide collective security against the Soviet
Union.
In Asia, the policy of containment was the basis

for U.S. involvement in the Korean and Vietnam
wars. The Korean War started as a civil war What U.S. actions resulted from its policy of
between North and South Korea. The war containment?
quickly became international when the United
Nations (led by the U.S.) joined to support South Korea and communist China entered
on the side of North Korea. In Vietnam, North Vietnam wanted to unify the entire
country under a single communist government. The government of South Vietnam,
however, was more closely allied with the U.S. The U.S. sent military advisers and
combat units to support South Vietnam. The Soviet Union and China sent weapons,
supplies, and advisers to support North Vietnam.
Note: discussion of the Korean and Vietnam wars in test questions will be limited to use
only within the context of containment policies. Questions will not address specifics
related to the conduct of the wars. The Chinese Revolution will only be referenced in
order to denote China as a country that became communist during this time period.
39
Learning Target 25
 Explain how the Second Red Scare and McCarthyism reflected Cold War
fears in American society.
The phrase “Red Scare” is used to describe periods of intense anti-communism in the
U.S. (Communists were called Reds.) The First Red Scare occurred as a result of the
Russian Revolution in 1917 and continued into the early 1920s. The Second Red Scare
occurred during the Cold War. The Second Red Scare and McCarthyism reflected Cold
War fears in American society.
As a result of the spread of communism

to Eastern Europe and China and the
Korean War, many Americans were
concerned about the worldwide
spread of communism and communist
infiltration in the U.S. The Second Red
Scare focused attention on the media,
labor unions, universities and other
organizations as targets of communist
subversion.
Like the first Red Scare following World

War I, civil liberties were again denied
during the Second Red Scare. The
investigations of the House Un-
American Activities Committee (HUAC)
led employers to blacklist suspected
communists. One area HUAC
investigated was the Hollywood movie
industry. Many Hollywood actors and
writers were accused of disloyalty to the
U.S. and being sympathetic to How did HUAC justify violations of Americans’ civil
liberties?
communism. HUAC believed the Soviet
Union should be portrayed as the
enemy in films.
Senator Joseph McCarthy was one of the main anticommunist crusaders in the U.S. He
played on fears of subversion with his charges of communists infiltrating the U.S.
government. Most of McCarthy’s accusations were unfounded, but the reputations and
careers of many were ruined. The McCarthy hearings and HUAC investigations held the
attention of the American people through the middle 1950s.
40
Learning Target 26
 Analyze how the Cold War and conflicts in Korea and Vietnam influenced
domestic and international politics between the end of World War II and
1992.
The Cold War dominated international politics and impacted domestic politics in the
United States for almost 45 years. The intense rivalry between the U.S. and the Soviet
Union led to the creation of alliances, an arms race, and conflicts in Korea and
Vietnam. The Cold War also affected international politics in the Middle East and Latin
America.
The Cuban Missile Crisis in 1962 was a direct confrontation between the U.S. and the
Soviet Union during the Cold War. It brought the world close to nuclear war over the
installation of Soviet nuclear missiles in Cuba, just 90 miles from the U.S. coast.
The Cold War affected domestic politics. It led to the Second Red Scare and the rise of
McCarthyism. The space race between the U.S. and Soviet Union led the U.S. to
increase spending on science education.
The Korean War also fed into

the anti-communist hysteria of
the late 1940s and 1950s. The
United States was able to
secure support from the United
Nations for the defense of South
Korea while the Soviet Union
was boycotting the United
Nations Security Council.
Continued U.S. intervention in

the Vietnam War divided the Use the graphic organizer to analyze how the Cold War
U.S. and sparked widespread influenced domestic and international politics in the U.S.
protests. Spending for the war
came at the expense of the
domestic programs launched by President Johnson. This led to urban unrest in the
1960s. The Vietnam War was a dominant issue in the presidential campaigns of 1968
and 1972. The difficulties and eventual withdrawal from Vietnam led to concerted
efforts on part of the U.S. to find allies in future conflicts.
41
Learning Target 27
 Explain how the collapse of communist governments in Eastern Europe and
the USSR brought an end to the Cold War era.
The collapse of communist governments in Eastern Europe and the USSR brought an
end to the Cold War. There were multiple causes for the collapse of communist
governments in Eastern Europe and the Soviet Union.
The result was a lessening of the tensions between the U.S. and the U.S.S.R. that
characterized the Cold War period. Several communist governments in Eastern Europe
gave up power following mass demonstrations for democracy.
The collapse of the Soviet Union resulted in independent republics that moved to
create democratic reforms and introduce free market economies. This brought an end
to the Cold War era. The political and economic turmoil occurring in some of the new
governments posed new challenges for the United States. The U.S. supported economic
and education reforms by providing assistance to some of the former communist
countries.
Note: there will be limited question development for this learning target. Questions will
focus on the U.S. perspective related to the collapse of communist governments.
42

1. The following question has two parts. First, answer part A. Then, answer part B.
Part A
On August 6 and 9, 1945, the United States dropped atomic bombs on the Japanese
cities of Hiroshima and Nagasaki.
How did the Soviet Union respond to this military action?
A. It accelerated the pace of its military invasion of Germany.

B. It formed an alliance with the United States to share nuclear technology.
C. It intensified development on and successfully tested its own nuclear weapons
D. It withdrew from international organizations in which the United States was also a
member.
Part B
Why did the Soviet Union respond in the way that you identified in Part A?
A. It wanted to quickly end the war to avoid further military casualties.

B. It wanted to retain political and military influence in the post-war world.
C. It wanted nuclear technology to be available as a cheap source of energy after
the war.
D. It wanted to pursue a policy of isolationism following the devastation caused by
World War II.
43
2. During the Cold War, the United States engaged in military actions in both Korea and
Vietnam. Its actions were successful South Korea, but not in Vietnam. In both
instances, however, the aim of the United States was the same.
Describe the policy the United States was pursuing by engaging in these wars.
3. Who was in charge of investigating claims of communist activity in the government,

armed forces, universities, and other areas of American life during the Second Red
Scare in the late 1940s and early 1950s?
A. Ethel and Julius Rosenberg
B. Whittaker Chambers and Alger hiss
C. House Un-American Activities Committee
D. Senate Committee on Homeland Security and Governmental Affairs
4. Beginning with the Red Scare of the 1920s, which historical development contributed
to a recurring pattern of anti-communism in the United States?
A. growing prosperity following World War II
B. migration from the Great Plains during the Dust Bowl
C. increased unemployment during the Great Depression
D. accusations made by Senator Joseph McCarthy in Congress
44
5. The United States engaged in two wars in Asia during the Cold War Era in an attempt
to prevent the spread of communism.
Identify two contested areas in which the U.S. fought wars during this time.
Select the areas on the map.
45
6. Developments in international affairs in the late 1980s had enormous consequences

for the United States.
A. Identify the two developments that relate to this time period.

B. Identify the two consequences that relate to this time period.
Select two boxes in each column.
Developments Consequences
The power and control of the

Soviet Union increases during
this period New challenges shifted the
focus of U.S. foreign policy
The Cold War escalates

during this time period
The U.S. supported economic
and educational reforms in
former communist countries
Communist governments in
Eastern Europe collapse
Tensions increased between

the U.S. and Soviet Union
Mass demonstrations
supporting democratic
reforms take place in Soviet
Republics
46
Unit 7. Social Transformations in the United States (1945-1994)
Learning Target 28
 Summarize the struggle for racial and gender equality and the
extension of civil rights that occurred in the United States in the postwar
period.
Following World War II, the United States experienced a struggle for racial and gender
equality and the extension of civil rights.
African Americans, Mexican Americans, American Indians and women distinguished

themselves in the effort to win World War II. Following the war, movements began to
secure the same freedoms and opportunities for these Americans that other Americans
enjoyed.
African-American organizations such as the

National Association for the Advancement
of Colored People (NAACP), the Southern
Christian Leadership Conference (SCLC),
the Student Nonviolent Coordinating
Committee (SNCC) and the National Urban
League (NUL) struggled for equal
opportunities and to end segregation. They
protested and sought remedy to injustices
in the courts to change policies and laws.
Their efforts resulted in the Brown v. Board of
Education Supreme Court decision, the Civil Use the graphic organizer to summarize how
groups of Americans struggled for equality.
Rights Act and the Voting Rights Act.
Mexican Americans organized through the United Farm Workers of America (UFW) to
improve the conditions of migrant workers. They organized to persuade farm owners to
treat them more fairly. They believed farm owners denied them equal opportunity for
employment, fair wages, safe working conditions, and adequate living facilities.
American Indians organized to improve conditions on reservations, protect land rights

and improve opportunities in education and employment. They formed the National
Congress of American Indians (NCAI) and the American Indian Movement (AIM).
Many women believed that they were discriminated against in the workplace by being
paid less than men for the same jobs. They also believed that there were too few
women in elected government offices. Women made progress toward equal
opportunities through demonstrations, lawsuits and the National Organization for
Women (NOW).
47
Learning Target 29
 Describe how American life in the postwar period was impacted by the
postwar economic boom and by advances in science.
The United States experienced a period of unprecedented prosperity and economic

growth following World War II. Increased public demand for goods and services
contributed to this economic boom. With the war over, it was no longer necessary to
conserve materials needed for the war effort.
The demand for housing and automobile ownership led to the growth of
suburbs, outlying residential areas adjacent to cities. The housing demand resulted
from the influx of returning soldiers from the war. As automobile ownership increased,
new freeways were built, allowing people to move out of the center city and commute
from the suburbs.
Economic opportunities in defense plants and high-tech industries led to the growth of
the Sunbelt, a region stretching across the South and Southwest U.S.
The postwar prosperity produced some other “epic changes” in American life. These
include the baby boom, increased consumerism, increased mobility via automobiles,
pop culture, franchising, and longer life spans.
Advances in science following the war also

impacted American life. Examples include
new developments in:
medicine (e.g., polio vaccine, birth
control pill, artificial heart valve, open-
heart bypass, organ transplant,
genetic engineering)
communication (e.g., transistor,
television, computers, Internet, mobile
phones)
nuclear energy (e.g., atomic Use the graphic organizer to identify the
impact of scientific advances in the postwar
weapons, nuclear power plants) era.
transportation (e.g., passenger jet
airplanes, catalytic converters in cars)
Note: You will not be required to identify the specific examples listed in the examples
section of above. Examples listed in the section will be used as multiple-choice options
only.
48
Learning Target 30
 Analyze the social and political effects of the continuing population
flow from cities to suburbs, the internal migrations from the Rust Belt to the
Sun Belt, and the increase in immigration resulting from passage of the 1965
Immigration Act.
The postwar period movement from cities to suburbs had social and political effects.
The cities became mainly black and poor, and strongly Democratic. The suburbs were
mainly white and leaned Republican. The decaying environment and the low
employment opportunities in large cities contributed to urban riots in the 1960s.
The employment opportunities in defense plants and high-tech industries located in the
South and California led to the growth of the Sunbelt. This development contributed to
a political power shift in the country. In the U.S. House of Representatives, the number of
representatives is fixed and divided among
states by population. With the population
growing more rapidly in Sunbelt states, the
congressional districts were reapportioned,
giving these states greater political
representation and power.
The Immigration Act of 1965 eliminated the

quota system based on national origins and
replaced it with a set of seven preference
categories. The law helped shift immigration
patterns away from Europe to other regions. It
allowed more individuals from Asia, Africa, and
Latin America to enter the U.S. The resulting
immigration changed the country’s
demographic makeup. Hispanics became the
fastest growing minority in the U.S. This led to an
increase in Spanish language media and
funding for bilingual education programs. As
these new immigrants became citizens, their
voting practices impacted the balance of
power between the major political parties.
Note: questions will be framed in terms of the

How do the circle graphs reflect the
issues (migrations and voting patterns) changes that resulted from the Immigration
presented above. Act of 1965?
49
Learning Target 31
 Explain why the government’s role in the economy, environmental
protection, social welfare, and national security became the topic of
political debates between 1945 and 1994.
The role of the federal government expanded greatly in the 1930s and early 1940s as a
result of the New Deal and World War II. This expanded role continued to be the focus
of political debates in the post-World War II period. Some people favored a more
activist role of the government to correct inequities in society. Others believed that the
government should be less involved and let the marketplace work. Public opinion on
this issue was often influenced by the current state of the economy.
The debate on the government’s role to Issue Debate

protect the environment in the postwar
period increased during this period. This Economy
was due to research on the effects of
pesticides, pollution and waste disposal Environment
and concerns about conservation and
global warming. Rachel Carson’s book, Social Welfare
Silent Spring, exposed the harmful
effects of pesticides and contributed to National Security
the rise of the environmental Use the graphic organizer to summarize debates on
movement. Demands from economy, environment, social welfare, and national
security.
environmentalists led to the creation of
the Environmental Protection Agency in
1970.
The government’s role on social welfare issues attracted intense debates, particularly
relating to poverty, unemployment and on the idea of a national health insurance. In
the 1960s, the debates centered on President Lyndon Johnson’s Great Society and
“war on povery.” During his administration, Head Start, a preschool program for
disadvantaged students, was established, and the Elementary and Secondary
Education Act provided increased funding to public schools. Medicare was created to
provide healthcare for the nation’s elderly.
The controversies surrounding the federal government’s role in protecting the country
reappeared during times of perceived threats. Fears concerning communist infiltration
of the government during the 1940s and 1950s, and anti-war protests during the
Vietnam Era, led to debates over national security.
50

1. What perspective held by Hispanic-American agricultural workers led to the creation

of the United Farm Workers?
A. Farm workers wanted to become owners of the farms on which they worked.
B. Small family farms need economic assistance from the Federal government.
C. Farm workers needed to organize in order to collectively bargain with farm
owners.
D. Large farms could be made more efficient by using modern agricultural
technology.
2. During the 1950s, increased incomes and easy credit led many Americans to
embrace which phenomenon?
A. consumerism
B. feminism
C. progressivism
D. socialism
3. Before the 1950s, most immigrants to the United States came from Europe.
What change in immigration policy was reflected in the 1965 Immigration Act?
A. It set large quotas to encourage European immigration.

B. It forced a complete ban on immigration from China.
C. It imposed stricter quotas on immigration from every country.
D. It allowed more immigrants from Asia, Africa, and Latin America.
4. In the first half of the twentieth century, most immigrants came to the United States
from European countries. How did the pattern of migration change between 1950
and 2000?
A. Most immigrants came to the United States from Oceania.
B. Most immigrants came to the United States from Australia.
C. Most immigrants came to the United States from Latin America.
D. Most immigrants came to the United States from the Middle East.
51
5. After World War II, the United States experienced unprecedented prosperity and
economic growth.
A. Identify two reasons for this economic prosperity. Move the two reasons into the
blank boxes under “Reasons for Prosperity after WW II” heading.
B. Then identify two changes that were created by this prosperity. Move the two
changes into the blank boxes under the “Changes in American Life Created by
Prosperity” heading.
You do not need to use all the “Reasons” or “Changes.”
A. Reasons for Prosperity after WWII
Reasons
Demand for automobiles increased
Decrease in birthrate
Creation of New Deal programs
Demand for higher government spending
Demand for housing increased
B. Changes in American Life Created by Prosperity
Great Migration Hawaii Statehood
Sunbelt migrations Suburbanization
52
Unit 8. United States and the Post-Cold War World (1991-Present)
Learning Target 32
 Analyze how the American economy has been impacted by improved
global communications, international trade, transnational business
organizations, overseas competition, and the shift from manufacturing to
service industries.
The American economy has been impacted by many influences since the early 1990s.
Global communication has rapidly increased use of technologies such as the personal
computer, Internet, and mobile phone.
Business organizations that operate

internationally with production facilities
in more than one country have grown
rapidly by large numbers. For example,
an American automobile might have
parts imported from several countries
and assembled in yet another country.
Overseas competition has challenged
American producers and local
communities.
A trade deficit is when the value of a

country's imports exceeds the value of its
exports. A trade deficit can cause
outsourcing of jobs. When countries
import certain goods rather than buying
domestically, local industries start to go
out of business. The U.S. trade deficit has
increased in recent decades. This has
led to a decrease in manufacturing jobs
and closing of plants. It has also What trend is shown on the bar graph? How has
contributed to a shift toward service this trend impacted the American economy?
industries and a growth in lower paying
jobs in fast food and sales.
53
Learning Target 33
 Describe political, national security and economic challenges the U.S.
faced in the post-Cold War period and following the attacks on
September 11, 2001.
The post-Cold War period and the attacks on September 11, 2001, presented new
challenges for the United States.
Political instability resulted from the decline of balance of power politics that
dominated during the Cold War. The role of the U.S. role in global politics changed
including engagement in preemptive (preventative) wars. The U.S. has also been
impacted by issues surrounding the control of nuclear weapons and growth of terrorism.
In responding to terrorism and security concerns, the U.S. has confronted the issue of
balancing national security with civil
liberties.
Economic challenges for the country

included operating within a globalized
economy. The country witnessed the
change from the prosperity of the
1990s to the recession that began in
2007.
With the end of the Cold War, the U.S.

cut spending for arms production and
military spending shrank as a portion of
the total federal budget. Reductions in
defense spending due to the end of
the Cold War led to the loss of millions
of U.S. jobs in defense plants.
The attacks on September 11, 2001

presented national security Use the graphic organizer to identify post-Cold War
challenges for the country. The challenges in the U.S.
country was divided over two wars
that were launched in response to
the September 11 attacks. The U.S. invaded Afghanistan in 2001 and toppled the
Taliban government (the political faction that provided safe harbor for al-Qaeda
terrorists) in two months, but combat troops remained for thirteen years. In 2003, the
U.S. invaded Iraq, claiming the country continued to possess weapons of mass
destruction. Saddam Hussein’s government was quickly defeated, but U.S. military
presence remained until 2011.
The passage of the USA PATRIOT Act and the detainment and torture of enemy
combatants also sparked intense debate.
54

1. Since 1990, the United States has experienced changes to its economy.
Identify the consequence for each change.
Draw a line from each change to its correct consequence.
Changes Consequences
Technologies such as the Global communication

personal computer, internet improves.
and mobile phones become
more common.
Competition from overseas Transnational business

producers leads to increasing organizations become
trade deficits. common.
Producers increasingly The United States

import parts from their factories experiences a shift from a
in other countries. manufacturing to a service.
economy.
2. Describe the effect the end of the Cold War had on the amount of military spending
by the U.S. government in the 1990s.
55

Preparing For Ohio's American History State Test

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Student Review Guide

Skills and Documents

Historical Thinking and Skills 2, 3, 4

Historic Documents 5,6,7,8,9

Industrialization and Progressivism (1877- 10, 11, 12, 13,

From Isolation to World War (1930-1945) 21, 22

23, 24, 25, 26,

Description of Stimulus and Item Types

Stimulus types associated with items or tasks may include:

An Evidence-Based Set is a group of several questions associated to one or more

A multiple-choice item consists of the following:

Multiple-choice items may include such distractors as erroneous conclusions,

An enhanced selected-response item consists of the following:

selecting evidence supporting an initial answer choice, or a very structured

A machine-scored constructed-response item consists of the following:

Machine-scored constructed-response items offer the students a great degree of

A human-scored constructed-response item consists of the following:

Unit 1. Historical Thinking and Historic Documents

By examining alternative courses of action, you can consider the possible

How might the history of the United

As you study American history,

What if Democratic Party office-

What if the U.S. had not engaged

What if the U.S. had joined the

A political cartoon illustrates the role of the Senate in

Secondary sources offer an analysis or a restatement of primary sources. They are

Identify the perspective or bias of the author (including use of stereotypes) –

Examine the accuracy and internal consistency – Credible sources present

A thesis requires solid evidence to

As they engage in research and

 Identify examples of multiple causation and long- and short-term

 Analyze the relationship between historical events, taking into consideration

When studying a historical event or person in history, historians analyze cause-and-

For example, to understand the impact of

Causes and effects can be organized

Historical analysis also involves an examination of the sequence and correlation of

The Declaration of Independence opens

State governments were to be republican in structure. This provision was repeated

“Schools and the means of education” were to be encouraged. This wording

 Explain a provision of the Constitution in terms of how it reflects Enlightenment

The Constitutional Convention of 1787

Congress directed each state legislature to hold a ratification convention. Proponents

The Federalists believed that that the

New York was a key state in the

As the American people began to govern

For video tutorials, interactive review games, and additional assessment

Unit 1. Checking for Understanding

1. Historians evaluate the credibility of sources using a number of criteria.

What is one of the criteria that historians consider?

A. the ease of availability of the source

3. In 1816, Thomas Jefferson wrote:

- Letter to Samuel Kercheval, July 12, 1816

4. Federalists and Anti-Federalists debated issues and concerns related to the

Select the boxes to identify each argument as a Federalist position or Anti-Federalist

Move these two precedents into the chart.

Rights of the Accused

Freedom of the press

Protection from excessive Social contract

Unit 2. Industrialization and Progressivism (1877-1920)

Technological improvements also helped

New technologies such as the mechanized